A Guide to the Medical School Curriculum Vitae

Audience Although this lecture is aimed at medical students, it can also be utilized for residents, fellows, and junior faculty. Background The topic of teaching medical students about the fundamentals of creating a curriculum vitae (CV) is important because a CV serves as a record of scholastic and professional experiences.1 Thus, their CV will undoubtedly play a vital role in residency applications.2,3 Intentional instruction about the elements to incorporate in a CV are especially important for first-generation and underrepresented students in the medical field because they may not have had as much exposure to both the requirements of a residency application nor qualities of an effective CV. Educational Objectives After this lecture, learners should be able to: 1) elaborate on the significance of a CV for medical students and discuss its purpose, 2) outline the elements that should and should not be included on a CV, 3) integrate knowledge gleaned from basic principles with provided examples to establish the foundation of their own CV. Educational Methods A PowerPoint lecture was used to explain the purpose of a CV and the elements to include in a personal CV for medical students. The lecture took place via Zoom and was provided at no cost to all UCISOM medical students. Research Methods Students were given a short survey after the session to assess their understanding of why it is important to create and maintain a CV, including an evaluation of their overall satisfaction with the lecture presentation. Results All the respondents (n=10) found the workshop to be useful and enjoyed the ability to see student examples while 80% of the respondents (n=8) found their knowledge of CVs increased because of the session. On a Likert scale from 1–5, with a 1 indicating “very unconfident” and 5 indicating “very confident,” 90% of respondents (n=9) indicated they are now confident or very confident in building or updating their CV after this session. Discussion Overall, the educational content was found to be effective. Although the sample size from the survey was modest at best, we feel the survey data and comments from attendees during and after the session indicate the effectiveness of the content. From its initial implementation, we learned that this lecture can be given by any level of medical education professional (student, administrator, etc) due to the comprehensiveness of the presentation. We also learned that using video conferencing such as Zoom was an effective administration method but could also be replaced by in-person learning without much difficulty. Overall, we deem this presentation to be easy to administer, thorough, full of examples, and educationally effective. Topics Curriculum vitae, CV, medical student, residency application, electronic residency application service, ERAS.


Topics:
Curriculum vitae, CV, medical student, residency application, electronic residency application service, ERAS.

Objectives:
After this lecture, learners should be able to: 1. Elaborate on the significance of a CV for medical students and discuss its purpose 2. Outline the elements that should and should not be included on a CV 3. Integrate knowledge gleaned from basic principles with provided examples to establish the foundation of their own CV comments included: "This was a great session, which helped me update my resume as medical student.It answered many questions I had about what to include and what is unnecessary to include.""I adjusted the format of my CV based on the advice, specifically creating more sections for educational workshops and community events.""Some important things I learned from this session were to not include any grades / test scores now that we are at the med school level.Also, I put my achievements and awards higher up!" This lecture can be implemented in many ways: as a presentation during medical school orientation for first year students, in small group by career advisors, specialty specific advisors and mentors, or it could be given by upper-level students to the class years below them.It may be given via video conferencing or in-person.Also, we recommend representing the lecture to third year students as they begin to finalize their CV for their residency applications.Although this presentation was created for medical students, it can also be adapted for resident learners, fellows, and junior faculty.
Modifications were made from the initial presentation to bring it to its current form.Presenter notes were added, principles were expanded upon and made more concise, and examples were worked upon to present a broader set of principles and ensure that their material aligns with CV best practices for medical students.

Associated content (optional):
Example and template CVs are included.

Technology necessary:
Ability to share the presentation while giving the lecture is necessary; thus a computer with overhead projector or screen sharing on a large monitor/TV should be utilized.There are no imbedded audio or video files.

Assessment (optional):
No formal assessment is necessary after the lecture; however, we recommend having students either turn in their completed CV to faculty for written feedback or exchange their CVs with peers at the end of the session for peer-to-peer feedback.

Community Service
Clinical Medical Student Volunteer, ___ at UCI Orange County, Lestonnac Free Clinic.

USER GUIDE AND LEARNER MATERIALS
Medical Students, Interns, Junior Residents, Senior Residents, Attending Physicians, Anyone that needs an academic medical CV Time Required for Implementation: 40-45 minutes Recommended Number of Learners per Instructor: 1-125 Presentation given as part of the UCISOM Medical Student Research Symposium, Virtual Meeting, November 4 th , 2022.Organized and facilitated ____ for medical students (examples).Completed a project during MS1 and MS2 years to benefit the greater Orange County area through development of a ___ to assist in ___.
Please see associated PowerPoint file USER GUIDE AND LEARNER MATERIALS Davis K, et al.A Guide to the Medical School Curriculum Vitae.JETem 2024.9(1):L1-20.https://doi.org/10.21980/J8HH1S6 • Authors (202X).Title.Journal in PubMed format.DOI.Abstracts • Authors.(2020).Title.Poster presented at the annual meeting for ___, Virtual Meeting, Date.Program No. 445.068.2020 Abstract Viewer/Itinerary.• Authors.(2022) Title.Lectures/Presentations/Panels 1. Title.Presentation.Location, Event.XX __ students.Month day, year.2. Title.Lecture.XX __ students.Month day, year.3. Title.Panel.XX ____ attendees.Month day, year.Other Publications • Name.(year).Title.Link.Leadership Experience Program + Title, UC Irvine School of Medicine M/Y -Present Faculty Mentor -• Oversaw a team of over X ____ while working with our ___ to complete administrative tasks (examples), tasks to ___, and tasks to advance the program (examples).USER GUIDE AND LEARNER MATERIALS Davis K, et al.A Guide to the Medical School Curriculum Vitae.JETem 2024.9(1):L1-20.https://doi.org/10.21980/J8HH1S7 Led, hired, and trained 40 other scribes and acted as a liaison between the physicians and ScribeAmerica to facilitate efficiency in the emergency department.Helped in the organization of continuing medical education events as well as transition to Epic EMR.Served as a medical scribe for two years prior to becoming Chief Scribe.
Davis K, et al.A Guide to the Medical School Curriculum Vitae.JETem 2024.9(1):L1-20.https://doi.org/10.21980/J8HH1S14 School of Medicine Professional Activities • Ultrasound Interest Group: MO YYYY -MO YYYY o Role o Led the ____.• Associated Medical Student Government (AMSG): MO YYYY-present o Role o Coordinate with UCISOM Administration ___.o Responsible for ____.Professional Experience • XYZ Hospital Emergency Department: MO YYYY -MO YYYY o Chief Scribe o